Appropriation: Using Technology for Assessment Studies of technology integration have demonstrated that teachers move through a continuum. After they develop basic skills they progress until they can harness technology as a valid instructional tool. 3 The same can be observed as educators integrate technology for the purpose of student assessment. Early computer-based instruction relied on drill-and-practice software that behaved much like animated multiple-choice tests. The resulting programs have earned a reputation for promoting little beyond simple recall and basic verbal knowledge. Teacher assessment practice, too, begins with the replication of known activities, such as recreating existing tests with the help of a word processor. Teachers who relied on multiple-choice and short-answer tests prior to using technology will most likely reproduce those same test formats until they are more familiar with technology's potential to create rich learning environments and to measure higher-order skills. Chad Ellett suggests focusing on the active process of student learning. 4 This process involves interactions among students, and between students and teachers. Learning is a social process and, as such, can utilize technology to evaluate these interactions, their frequency, intensity, detail, and the knowledge structures formed as a result. Sophisticated measures that evaluate the changes in higher-order thinking, communication, research, and social skills must still be developed.